Beyond the Media Literacy that make significant human experiences and, instead, focus on the satisfaction of customers' individualism and their need to feel at the center of the media stage (in other words when the media try to satisfy craving to be present, offering them what we metaphorically may call the "five minutes of fame" on the Web) one observes also another phenomenon: containers and contents lose their "character", become digital "no-place" (Augé, 1993) and dissolve in the indifferentiated "mare magnum" of the net, dominated by the" void for excess", requiring to reflect on the meaning of "digital places" (Tuan, 1977; Giovannella, 2006, 2008c). This framework, however, will change again in the near future. The "machine", indeed, is progressively hy- bridizing with artifacts and environments of the everyday life (Weiser, 1993; Dourish, 2004) and its presence will manifest only through the percep- dia literacy". It will be not any longer limited to the ability to "play" with the media, to orient oneself in the virtual environments provided by the network, but it will include also the ability to design her/his own destiny, its trajectory within the physical-virtual liquidity: the dissemination of the "design literacy" will become the educational challenge of the future. The above scenarios raise some questions on which we will try to reflect in the following paragraphs · What is an "experience" ? Is there any defi- nition of "experience" that applies also to educational processes? In what respects the "design" can play a central role in education? Is it possible to develop an operational framework that can be adopted to design and manage educational processes having · ·